How does the Academy know if pupils need extra help and what should I do if I think that my child may have special educational needs?

Pupils may be identified in a variety of ways which include;

Information provided by previous setting/school

Regular teacher assessments and observations

Concerns raised by parents

The class teacher is the initial contact for parental concerns.

The SENDCo will then gather further information by talking to parents, teachers, teaching assistants and by carrying out relevant assessments with the pupil. The pupil may be referred to an external agency for further assessment if necessary.

How does the school evaluate the effectiveness of its provision for pupils with special educational needs?

We evaluate the effectiveness of our SEND provision through:

reviewing and tracking your child’s progress regularly

talking to you and your child and listening to your views

taking advice from and working with any professionals involved

monitoring the impact of interventions

whole school review of tracking of pupils with SEND.

How will both the Academy and I know how my child is doing and how will the Academy help me to support their learning?

Our teachers meet the needs of all pupils thorough an appropriately differentiated curriculum. This means learning challenges across the curriculum are adapted to meet the pupils’ differing abilities and can be achieved.

Class teachers make regular formal and informal assessments of pupils’ learning which build up a picture of individual strengths and highlight any area of need.

Parents are always welcome and encouraged to discuss any concerns. We have parents meetings in the Autumn and Spring term and a written report is issued at the end of the Summer term. Pupils who have Individual Provision Maps (IPM) have their targets reviewed termly and parents are invited to the review meetings with the class teacher and SENDCo.

What is the Academy’s approach to teaching pupils with special educational needs?

The 2015 SEND Code of Practice states that “all teachers are teachers of pupils with special educational needs.”

Within a class the class teacher is the most important person in making sure each child has the right level of work. Careful checking of progress leads to a differentiated approach – this is known as Quality First Teaching.

For your child this would mean that:

Lessons are differentiated so that all children can learn and progress. Teachers take account of the needs of the individual child and plan different tasks and materials appropriately. They use the assess/plan/do/review cycle to check that support is meeting the needs of the child at regular intervals.

Tracking and assessment enables each class teacher to analyse the progress of the child.

Targets are set to support children’s individual needs and are regularly updated.

Children work in a variety of groupings, such as small supported groups, 1:1, mixed ability and similar ability groups.

How will the curriculum and learning be matched to my child needs?

Quality First Teaching allows our teachers to cater for all pupils in their classes.

For your child this would mean that:

For the teacher has high expectations for your child

all teaching is based on building on what your child already knows, can do and can understand

different ways of teaching are in place so that your child is fully involved in learning in class. This may involve more practical learning or using equipment.

Specific strategies ( which may be suggested by the Sendco or other professionals) may be in place to support your child

How are decisions made about the type and amount of support my child/young person will receive?

Decisions are made in consultation with the class teacher, SENDCo and Senior Leadership team. Decisions are made on a termly basis by using termly tracking of pupil progress, teacher observations and external assessments when and where necessary. Parents/carers will be kept informed of progress at the termly review meetings or more frequently as/when required. Where necessary, the Academy may seek support from outside services. This will be discussed with you and a referral made with your permission.

How will my child be included in activities outside the classroom, including school trips?

Activities and school trips are available to all.

Risk assessments are carried out and procedures put into place to enable all children to participate. However if an intensive level of 1:1 support is deemed necessary a parent/carer may be asked to accompany their child.

After school clubs are available to all pupils. Vulnerable pupils are given priority and adjustments will be made to support their participation.

We also offer a Breakfast Club for those parents who require ‘before School’ childcare.

What support will there be for my child’s overall well-being?

The class teacher has responsibility for the overall well-being of every child in their class. Emotional well-being is supported by making sure that children who find “change” difficult are well prepared for any changes or transitions. When they are about to change class they are helped to make their own transition book, which they can revisit during the summer holidays. To promote positive friendships, we may use a ‘circle of friends’ or ‘circle time’ involving the whole class. Think Children, a professional counselling service is based in school and provides some children with weekly counselling.

Who is the Academy’s special educational needs co-ordinator (SENDCo) and what are their contact details.

SENDCo: Louise Marsh Tel: 01623 624709 (during school hours)

Email: lmarsh@mansfieldprimaryacademy.org

What training have staff supporting special educational needs had and what is planned?

At Mansfield Primary Academy we endeavour to equip our staff with training opportunities to ensure they are all equipped to support our SEND pupils effectively.

A wide variety of SEND training has been undertaken both as staff and as individuals, eg. Dealing with pupils on the Autistic Spectrum, Dyslexia training, MAPA, Moving and Handling, ADHD strategies. Training and support is requested from external agencies as and when necessary.

What specialist services and expertise are available or accessed by the Academy?

We have links with a wide range of external agencies. These include:

Educational Psychology Service

Schools and Families Specialist Services – Early Years, Cognition and Learning, Communication and Interaction, Sensory Impairments and Physical Disabilities

How will equipment and facilities to support pupils with special educational needs secured? How accessible is the Academy?

The Academy site is wheelchair accessible.

There is a disabled toilet and a changing area with shower.

Visual timetables and Now and Next boards are used where appropriate.

Signs and Makaton signing is used where appropriate.

Equipment and resources to support SEND pupils may be available subject to successful funding.

We have an accessibility plan, which is available to view.

What are the arrangements for consulting parents of pupils with special educational needs? How will be I involved in the education of my child/young person?

We value partnership between home and the Academy and regular opportunities are available for parents to meet with the class teacher and/or support staff.

Parents of children with children on an IPM are encouraged to be fully involved in target setting in the termly review meetings involving staff and parents.

What are the arrangements for consulting young people with SEND and involving them in their education?

Whenever possible we involve children in the setting and reviewing their targets and provision. Their opinions and views are asked before review meetings.

What do I do if I have a concern or complaint about the SEND provision made by the Academy?

The first point of contact is your child’s class teacher and/or SENDCo. If you still have concerns you can arrange a meeting with the Principal.

How does the Academy Advisory Council involve other organisations and services (e.g. health, social care, Local Authority support services and voluntary organisations) in meeting the needs of pupils with special educational needs and supporting the families of such pupils?

There is one member of the Academy Advisory Council who has responsibility for SEND.

Ruth Ellis – Senior Education Advisor

How does the Academy seek to signpost organisations, services etc who can provide additional support to parents/carers/young people?

External agencies are actively sought and recommended to parents if appropriate support cannot be given by staff in school.

Induction events (Ready for Nursery) take place during the summer term for all children who are joining the Foundation Stage in September. This involves both children and parents/carers plus any agencies who are providing support.

-Transfer between phases of education (e.g. early years to primary, primary to secondary etc)?

During the Summer term transition activities are planned for all children within the Academy. Children with SEND may have more time/visits to their new classroom to ensure a smooth transition. Social stories and Transition booklets may also be used.

For pupils moving onto secondary education, we have close links with the Brunts Academy and as well as an Induction week for all pupils. There are also two additional transition programmes; one where vulnerable pupils have the opportunity to visit the school to experience break and lunch time as well as the second involving REAL, which is a more extensive transition aimed at vulnerable pupils. When necessary, transition programmes can be arranged with other Secondary schools.